Pro-D - Making Change

In this final blog topic, I have decided to revisit my nemesis - the podcast. I've decided that if you want convince others to make change and step out of their comfort zone, you have to "walk the walk" yourself. Harris (Learning & Leading with Technology, Part Two, March/April 2008) writes about individualized learning and mentions that "unassisted independent exploration of educational technology tools, resources and techniques" is an approach towards personal professional development which teachers may take. So here goes...

Make a cup of tea, and relax for a 15 minute-long chat about my thoughts on professional development programs in general, in my district, and my concerns for the design of professional development targeted for teacher librarians.

Educational Technology - Is it Helping Students to Learn Better?

Has the use and integration of educational technology improved teaching and learning? An interesting question indeed! One would certainly hope that educational technology improves both teaching and learning, especially in light of the billions of educational dollars spent on purchasing technology, and the programs to introduce technology use to educators and students (Think 1:1 Laptops), not to mention the testimonials to its effectiveness, and the continued passionate cries for the key involvement of technology in the 21st century learning environment.

However, after perusing the articles provided by our instructor, and the Point/Counterpoint articles presented by Chris and Kat, I viewed the integration of technology from a few different angles. It would appear the idea that ‘technology = improvements in education’ is not quite so clearly a done deal.

After reading Chris’ blogs on this issue, I would tend to agree with Larry Cuban’s (2001) comments that evidence might be questionable based upon the ways some schools are currently integrating technology, in less than ideal terms. Cuban observed, “…the overwhelming majority of teachers employed the technology to sustain existing patterns of teaching, rather than to innovate” (p. 134). I have sadly observed this practice firsthand: lecture + chalk = lecture + overhead = lecture + in-focus camera. In our class exploration of the digital divide, it became clear that simply ensuring access to technology does not level the digital playing field. Knowledge in the application of technology is a stronger influence in successfully bridging the true discrepancies between the technology haves and have not’s. In concrete terms, you can put the computer on the teacher’s desk, get the teacher to turn it on and use it as a word processer, but until the day when the computer is actually used to extend the students’ learning in ways that go beyond the paper and pencil domain, why bother with all the expense and make all the hoopla about supposedly improving student learning? Which indicators describe the true integration of technology? And once integrated, how do we know for certain that teaching and student learning is bettered? In these days of accountability, comparison of data, and widespread standardized testing, has a means been derived for measuring the influence of technology integration on learning? Are we relying on these testimonials and the influences of the technology industry? Gee, I've got questions!

Kat’s counterpoint discussion presents a strong case for the effective use of technology in enhancing student learning outcomes, when it is seamlessly connected to curriculum goals, citing ISTE research going back 20 years. It's actually achieving this degree of connection that's the rub. I agree with the literature supporting teachers’ need for time to explore a new technology, become comfortable with its use, and become apprised of its possible educational applications before they are able to merge this technology into their instructional practices to benefit student learning. It leads one to wonder, in this day of “intensification” of teacher’s roles and responsibilities, how and where this time can be found? Can we expect teachers to find successful ways to integrate technology to capitalize on student learning, if they have not been given a chance to become aware of the range of educational possibilities? Workshops, release time, incentive programs and other innovative ideas are necessary to make these opportunities a reality for today’s teachers. I would suggest that for true integration of technologies to occur this is a priority. Teacher librarians are well situation to provide this leadership and attempt to fill this educational niche through side-by-side collaboration with teachers, introducing them to current technologies and demonstrated their application to teaching. However, we can only accomplish so much, given our own reduced numbers, increased workload and limited opportunities for true collaborative practice. A true dilemma indeed.

Of course, that being said, then along comes the Apple Classrooms of Tomorrow project with Robertson (2001) reporting that even in ideal conditions with full access to the most current technology and a full system of support in place, “evidence of [student learning] improvement was still lacking”. And then there are positive research findings to the contrary supported by technology interests. See why I’m confused and left unsure about how obvious a conclusion it really is that more technology integration translates into more learning? Even the research is conflicting. Is there a possibility that it is the student engagement by Web 2.0 technologies introduced by tech savvy teachers adds to this illusion of learning improvement?

But to refocus on the idea of implementation, I studied McAnear’s model for School-wide Technology Integration. I can appreciate her comment, “that it is not enough to have general technological knowledge, and that staff development focused only on technology will not accomplish much.” It would appear that working in the zone with overlapping content and technology knowledge is the recommended best approach towards integration and achieving an encouraging educational impact. This makes sense. Summerville & Reid-Griffin’s teacher pre-service is another model designed to introduce ways to integrate technology, but it primarily serves to educate the beginning teacher to the possibilities that exist through improving both awareness, attitudes and practical technology skills. I do believe that pre-service instruction is another avenue worth exploring. As Chris summarizes, “We do tend to teach as we were taught.”

To further reduce the question to a personal level I would have to say that the use of technology has greatly improved my own learning and teaching. The easy access to the wide variety of resources through the University of Alberta’s databases has gained me a much wider perspective on teacher librarian issues and encouraged new insights which otherwise would have been difficult. I share ideas, lesson plans and professional development with other teachers via email, which leads to improving my knowledge of effective teaching practices. On the Internet I have obtained the answers to questions, ordered new books, or explored unique or motivating ways to refresh my lessons. I look forward to authentic and more engaging learning experiences for my students by incorporating Web 2.0 technologies into library instruction. Whether or not this makes me a more effective teacher and my students brighter learners, remains to be seen. Hmm...I sense an action research project here. Although I suspect that technology holds many opportunities to promote learning, I think that we should always question our motives in its use and ensure that the “tail is not wagging the dog”. Our decisions to incorporate technology should always be based upon sound educational practice. Then student achievement will ‘likely’ and possibly be 'genuinely' enhanced.

References:

Cuban, L. (2001). Oversold & underused: computers in the classroom. Cambridge, Massachusetts: Harvard University Press.


Robertson, H.-J.. (2001). But it’s only a tool! Deconstructing the defense. In But it’s only a tool! The politics of technology and education reform (pp.13-42). Ottawa: Canadian Centre for Policy Alternatives

Summerville, J. & Reid-Griffin, A. (2008). Technoology integration and instructional design. TechTrends, 52(5), 45-51.

Teacher Librarians: Champions for Privacy

The privacy and dignity of our citizens are being whittled away by sometimes imperceptible steps. Taken individually, each step may be of little consequence. But when viewed as a whole, there begins to emerge a society quite unlike any we have seen. Justice William O. Douglas

Policy statements from IFLA, ALA, and CLA all strongly support the intellectual freedoms of patrons of full access to information and protection of patron privacy. For the teacher librarian, these directives can present dilemmas when it comes to protecting student rights and privacy because of the two facets of our professional role – that of a teacher and a librarian.

It is clear from an exploration of the research that the teacher librarian needs to gather knowledge that extends beyond the rhetoric of library policy statements into the realities of daily practice. She needs to become aware of Canadian privacy laws, refer to her District's privacy policies and perhaps even explore the strength of her stand on library privacy with regards to her union's support. The teacher librarian should also discuss her unique position as a supporter of student privacy with the building's school’s administrator. Starting with general beliefs and moving towards specific scenarios, the administrator and teacher librarian should work together to establish a common protocol for privacy in the school library – hopefully one which helps her to reconcile her beliefs. It is important to develop these critical understandings about confidentiality and to communicate them to all library staff so that routines be established to respect and safeguard student privacy. For example, what actions are taken when:

A student accesses an inappropriate site?
A parent calls and wants to know the titles of Johnny’s lost books?
A staff member wants to access patron records to see which books their students are reading?
An administrator asks for the books Susan has checked out because she is transferring schools?
The School Board Office asks for a patron’s computer records to confirm the sender of a threatening message on a social networking site?
The Maintenance Department arrives to install a security camera near the circulation desk?
A student helper offers to print and distribute the overdue lists?

Despite establishing the need for privacy within the secondary school library setting, it is likely that the teacher librarian will still continue to wrestle with ethics and her own conscience, and sometimes demonstrate true determination as she steps in to protect student privacy rights. This commitment can be shared with the students who may not be aware of their library rights. In The Age of the Patron: Privacy for Middle and High School Students , Adams (2007) states that “when we allow middle and high school students to read, research, and check out materials on a wide range of topics without comment as well as share that information with others, we are honoring the twin precepts of privacy and confidentiality in libraries. It is important that teacher librarians provide an atmosphere where students feel comfortable to make inquiries about sensitive subjects, knowing that the library staff will respect and guard their privacy." Although I had a good understanding of intellectual freedom, I had not recognized the need for instructing students about their rights until I explored a number of articles on the subject (see the reading list below). I now strongly echo Adam’s stance that, “in addition to protecting minors' rights to privacy in a library setting, the library media specialist should teach students how to guard their own privacy in their physical daily lives as well as online. This instruction may be a part of the information and technology literacy curriculum.”

Whether sharing cautions about social networking sites such as Facebook, (insert link here) the dangers of sharing personal information online through chat rooms, MSN or blogs, teaching Internet safety, or encouraging the reading of privacy policies and terms of use, teacher librarians are ideally situated to help students become more informed about privacy issues heightened by today's commonplace use of technology. Students need to learn how information is digitally tracked, to learn about cookies, IP address logs, and how their digital footprint may be used by third party access. They need to become aware of their personal rights, learn how to respect the rights of others, know the actions to take to safeguard their personal privacy, and how to address any privacy concerns they may encounter. Teacher librarians can become the face of intellectual freedom in the school and demonstrate the importance of privacy issues by incorporating them into library information technology lessons, offering presentations to staff, students and parents, and by modelling a respect for privacy themselves.

As my classmate Chris so eloquently pointed out in the Web CT discussion of this topic, the paradox exists that as teacher librarians champion for student privacy rights, the same students may be sharing highly personal aspects of their lives with virtual strangers via social networking sites. However, this is not a reason for us to disregard the importance of privacy, and abdicate this tenet of our professional library responsibilities, especially in this electronic age when it seems little remains private. Those who don’t believe me regarding the erosion of privacy, can try Googling their own names and see what information is revealed. If education's goal is to assist the development of our students into responsible democratic citizens, then teacher librarians need to ensure they have opportunities to learn about and advocate for their rights to privacy and confidentiality.


Additonal Recommended Readings about Privacy.
(Note that authorized database access may be required for access.)

Balas, J. (2007, June). I'm a librarian, not a lawyer! Computers in Libraries, 27(6), 34-36. Retrieved March 14, 2009, from ProQuest Education Journals database. (Document ID: 1287362971).

Bernstein, J. (2007, June). Train employees and official to be ready for privacy challenges. Computers in Libraries, 27(6), 6-8+. Retrieved March 14, 2009, from ProQuest Education Journals database. (Document ID: 1287362911)

Carefoot, L. (2003, April). Student access to the school library. Teacher Librarian, 30(4), 69- 71.

Coombs, K. A. (2005, June). Protecting user privacy in the age of digital libraries. Computers in Libraries, 25(6), 16-20.

Lamb, A. & Johnson, L. (2006, October). Want to be my "friend"? What you need to know about social technologies. Teacher Librarian. 34(1), 55-58.

Riehl, D. (2007). Students’ privacy rights in school libraries: Balancing principles, ethics and practices. School Libraries in Canada, 25(3). Retrieved online March 13, 2009, from http://www.cla.ca/casl/slic/262studentsprivacyrights.html.

Thomson, V. ( 2004) Children's rights in the library. School Libraries in Canada, 24(4). Retrieved online March 14, 2009, from http://www.cla.ca/casl/slic/244childrensrights.html




You Tube Video worth sharing about Facebook

The difference between a jogger and a runner is an entry blank. – George Sheehan

This has been the week to examine differences – differences between those with computers and those without, those possessing technology skills and those with little knowledge, those with unrestricted access and those with impediments to usage. In preparation for my upcoming wiki assignment on the gender divide, I have been reading about other aspects of the digital divide – age, ethnic, economic status, geographic situation, etc. Who knew that there were so many differences or digital divides, all different reflections of a fluctuating gap between the digital haves and have not’s. The one major point that comes through in every article I have read on the subject of the digital divide, is that there is no single cause for this disparity and no easy solution to eliminating this gap. Simply purchasing more computers for schools does not deal with the related underlying social issues. The digital divide is part of a much bigger picture of social inequities and complex influences.

The digital disparities which exist were clearly illustrated a few days ago when I discovered a YouTube video entitled Bridging the Divides that described the impact of a new telecommunication centre upon a rural village in Uganda. At the time I was curled up in bed, surfing through videos about the digital divide on my iPod touch. My first thought was that the video was a propaganda-style charity piece but as I watched I realized that it was simply demonstrating what an profound, far-reaching effect access to the simplest of technologies can have. As for the villagers, a man who sold bicycles was now able to improve his business because he was able to telephone to order necessary parts and a farmer was able to produce more food after learning more productive agricultural techniques. This really brought home, in highly visual terms, the disparity between technology access on a broader scale and how it influences global economies. But it also made me realize that even small changes towards closing the digital gap can produce positive results.

()

Bridging the Divides

The pattern of technology access explained in The Digital Divide in Canada Stats Canada article was heavily based on statistical analysis. I've suffered from math anxiety - my Print Generation's version of computer anxiety - and have always shied away from anything involving numbers. However, I made myself read through the article and was quite amazed how the author George Sciadas used numbers to explain that the divide is usually most pronounced when new technology is introduced and then closes as it becomes more mainstream. However, even statistics do not fully explain why there continues to be a persistent divide with computer technology, one not explained by affordability.

The digital divide which perhaps holds the most immediate implication for educators is the growing gap between the information technology knowledge of those who teach and their students. The four levels of this divide are explained in the AASL article Our Digital Divides are Showing. This article forced me to consider what actions I have taken to promote the use technology in my school and to help my staff develop their knowledge of technology. I even went so far as to assign myself progress letter grades for each level: Access(B), Professional Development (A), Policy (C-) and Motivation (C+). Definitely room for improvement.

The technology knowledge divide between the staff and students is evident in my school. We have teachers who are capable of designing software programs and others who don't even know where the on button is on the computer. We have students who do all their work on laptops and can't walk down the hall between classes without texting messages, or reorganizing their playlists. Other students have to ask me how to log in on the library computers. I can see that opportunities exist to offer instruction and guidance. I can share information and initiate discussions with the administration, become part of the Technology Committee, lobby for open access for students, continue my own self-directed technology learning, and formulate a library vision to introduce the new literacies to both students and staff. I can teach

One practical idea to begin to “scatter the seeds of Schools 2.0” is offering technology lessons to our teaching assistants when I return in September. I can teach them how to search effectively, use databases, create wikis and VoiceThreads. I know the TAs will share this knowledge with their students and perhaps even the teachers they work with. They will become my ambassadors for integrating technology practices into teaching and the beginnings of grassroots change. I also forwarded the Digital Divide video to my administrator with a note saying I’d love to sit down and chat with him sometime about how we can effectively integrate technology in our school. I loved this video because it clearly delivers the message that purchasing computers and new technology doesn't bridge gaps. Traditional teaching practices must also change to truly accommodate the needs of today's Net Generation.

I am quite looking forward to actually apply my new insights about technology in education in a practical way. It's time to take some of the ideas I've read about and try them out. My first step will be to get myself on the Technology Committee so I can identify what I can help positively change about the four levels of influence that create digital divides in schools. I also want to share my knowledge about Web 2.0 tools by finding ways to incorporate technology into library lessons. I’ve got quite a challenge ahead of me but hopefully I will be able to make progress at leveling the playing field in our school for both teachers and students. After all, this is all part of the 21st Century Librarian Manifesto!

To filter, or not filter...there is no question

Image

I was first introduced to Internet filtering during my Intellectual Freedom coursework last summer. However, classmate Rhonda’s presentation on whether the Ministry of Education should create levels of standard web filtering, and our course readings this week gave me a chance to re-examine this issue.

The issue of filtering is not so black and white. I appreciated the articles which discussed the concern for student safety through using a degree of filtering. I agree wholeheartedly that students need to be afforded opportunities to critically evaluate online information. Even though the Ministry of Education may have the best of intentions, such filters actually deny our students opportunities to internalize their own filtering criteria and tend to develop complacency about Internet use in educators and parents. Then there is the issue of restricted access to the very technology educators should be using with students to instruct in the "new literacies".

While the salient points about filtering were addressed, I realized there was little emphasis on the aspect of intellectual freedom. During my coursework in area, instructors Toni Samek and Dianne Oberg encouraged examining all library issues through the lens of intellectual freedom and made constant reference to library position statements. This week I decided it was an opportune time to revisit my intellectual freedom binder full of course notes, reflections and articles. I began by rereading the Canadian Library Association’s (CLA) Code of Ethics which directs members to “support and implement the principles and practices embodied in the current CLA’s Position Statement on Intellectual Freedom.” This emphasis places the issue of intellectual freedom front and centre in librarianship and demonstrates the depth of the CLA’s commitment to intellectual freedom. The CLA’s Position Statement on Intellectual Freedom sets further high expectations with regards to full access to information, including materials considered by some to be “unconventional, unpopular or unacceptable”. Filtering of the Internet is recognized as limiting access. Removing library services warrants the involvement of teacher librarians to speak on the behalf of patrons – the students and staff. Although based upon the principles outlined in the Canadian Charter of Rights and Freedoms, the CLA’s Intellectual Freedom document is a recommendation without basis in law. Although we may be passionate about intellectual freedom, and argue against the limiting use of software filters, realistically teacher librarians are school employees and must also adhere to the School Board and Ministry directives. We may passionately believe in these underlying library principles, but lack the base of power to take matters into our own hands. It was encouraging to read that respected technology leaders such as Mary Ann Bell and Nancy Willard are carrying the torch for filtering freedom by addressing this issue with those who make the filtering decisions.

Teacher librarians can encourage change in attitudes towards filtering and work towards achieving broader digital access for our patrons. We are nicely placed to provide knowledge about using the Internet responsibly with students, staff and parents. We can initiate conversations to help others understand how filters work and to appreciate their implications beyond censoring bad words and inappropriate images. A starting point would be to become more aware of how filters are used in our own backyard. I realized that I did not know about the level of filtering in my school district and contacted our IT department to learn more. The answers I received helped me gain new perspectives and have encouraged me to further investigate District filtering decisions. This dialogue was this teacher librarian's first small step towards "walking the walk" and accepting my role as an promoter of intellectual freedom. I also appreciated Doug Johnson's comments in his article Change from the Radical Center of Education about being open-minded, listening to all points of view and knowing your own values.

Technology and the Politics of Choice might be an oldie but it is an excellent commentary on filtering by the University of Alberta’s own Alvin Schrader. Rereading it helped me to recall issues about the realibility of filters. I pulled out a few of Schrader's key points which I can potentially work into discussions – a sound byte with punch – perfect for making a point about the ineffectiveness of filters.

“Filtering products rely almost exclusively on automation – not on human eyes and brains.”

“Internet filters fail to block as promised, but they also “overblock” – preventing access to thousands of site that have no “objectionable” content even by the most conservative standards.”

“Students detest [filters], are frustrated by them, feel insulted by them, have the technology skills to subvert them, and consequently get around them anyway.”

“Censorproofing the Internet…is doomed to failure for many reasons [new sites, new terms, new jargon, use of other languages, etc.]”

“Another price of the filtering solution…is the loud and clear message to young people that the right response to bad ideas is censorship, not debate – not that bad ideas should be examined and driver out by better ideas, but that they should be silenced, that there is only one view, one truth, one choice.”

Rereading Schrader’s article, reviewing Canadian library documents, and participating in our group's discussion topic combined for another serious look at filtering. Each of the articles in our course reading helped to clarify my thoughts about filtering. An improved understanding of technology, combined with insights about the new learnings needed for this Net Generation has enhanced my perspective of how filtering fits into the big picture of Learning 2.0. I can’t control the level of filtering dictated by the Ministry of Education, but I can now speak with greater confidence and insight when discussing filtering issues with my administrators, technology support, staff, parents and students. I have waded into the fray, and am determined to do my best to ensure that my students are provided with as full digital access as possible.

Fartlek - Swedish word meaning speedplay, in which one runs irregular distances at varying speeds interspersed with jogging intervals

Every subject has its own jargon. In running, this one always makes people smile. It was during the Web 2.0 coursework that I first heard the jargon “digital native”. I had no idea what this strange phrase meant and remember doing quick online search so I didn’t feel quite so ignorant. This led me to a great article written by Michelle Gorman(2006) in School Library Journal called “Do You Speak Digital?” which made me feel even more inadequate as I bombed the article’s 10-point quiz.

Gorman explains “today's teens speak a whole new language--the digital dialect of computers, video games, and the Internet. These digital natives have never once lived in a world that doesn't include the Internet, digital photos, social networking sites, MP3 playlists, and streaming video. They're a plugged-in generation for whom the World Wide Web is not an alternative reality--it's a 24/7 extension of their lives. Not surprisingly, their childhood experiences are a lot different than ours (at least those of us who are over 27 years old).” Gorman encourages teacher librarians to immerse ourselves in this digital culture, to explore technology, play with it, and to check out its implications for teaching and learning. After all, how are we going to be able to truly interact with these digital natives if we can’t even speak their lingo?

So here I am a few months later, after “playing” with Web 2.0 Tools, reading and thinking about technology. Since it is a proven fact that we menopausal woman can’t remember anything unless it is written down, I figured it was authentic assessment to retake Gorman’s quiz. This time I scored an unbelievable 8 out of 10 and I only had to think about a few questions! Perhaps one measure that I am on my way to bridging the digital divide between my generation (which I read is the last to have been raised entirely using print resources) and this new Net Generation of learners! However, I know it will take more than dropping a few phrases for educators to really make the vital connections necessary to effectively teach these students.

I’ve been contemplating this week’s topic about whether these new learners, with their cultural immersion base in technology, require a whole new set of teaching strategies. To ensure their success, the “what” direction is provided by various models for the “new literacies” (Asselin & Doiran). Which specific strategies are essential to fulfilling the “how” of merging technology and learning? In the well-presented Point/Counterpoint discussion presented this week by classmates Danielle and Jessica, it became clear that a definitive answer might not exist.

Brain research shows that technology affects brain function both positively and negatively (On Digital Learners/Digital Native, Small & Vorgan). A point well worth keeping in mind. As I read Christopher’s discussion summary of Small & Vorgan’s findings, it seemed an obvious conclusion that “Digital natives tend to have greater multi-tasking skills, improved peripheral vision and higher efficiency using technology ”and that “Digital immigrants appear to have more advanced people skills - better face to face contact, more ability to solve problems, work in groups, and express empathy". But then I had to agree with Jess’ point that “multi-tasking is nothing new for people”. (Well, at least most people, as I watch my husband climb the stairs yet again and not carry up the laundry!) I would content that today’s digital learners are also extremely social and display incredible empathy through their inclusion of marginalized student. My generation took a long time to show acceptance towards handicapped and gay students. Today’s students collaborate online and seem very adept at working in group situations. Just because we are seeing multi-tasking and social interaction expressed through new mediums doesn’t mean that the attributes are exclusive to one particular group.

With this in mind, it is important to caution ourselves from tossing out existing successful teaching practices in our “moral panic” to begin afresh with a whole new repertoire of teaching strategies designed especially to capture the attention of the digital learner. Throughout my teaching career I have seen many new approaches come and go. Whole Language instruction was supposed to transform the generation hooked on video and television into becoming skilled and discerning readers. If there is one thing I know for certain it is that the best teaching program is one that is created by incorporating the “new bits that work” into the mix of one’s existing personal teaching bag of tricks. I took key aspects from Whole Language and incorporated these into my lessons with absolutely amazing results. My students began to love reading, and adored using the classroom and school library, they produced quality writing, their abilities soared and a whole literary climate was created where we conversed in the language of our common interest – Roald Dahl, edit conferences, writer’s mumbles, COPS and inventive spelling.

I understand that keeping pace with our digital natives necessitates transforming our way of teaching and exploring new strategies. This only makes sense. However, this does not mean that educators have to completely abandon those strategies which have their place in effective teaching practices. Making whole scale change is difficult not only for teachers but students as well. Many students have developed the traits of “learned helplessness” and resist change. Lecture, group discussion, mastery teaching, cooperative teaching methods, independent research and seatwork all offer opportunities for students to explore their individual learning styles, enhance their knowledge and work to their creative potential. When you begin to incorporate inquiry-based learning, critical thinking, and differentiated learning into the mix, teach students about how they learn and connect this with relevant technology– well, then learning can get very interesting and exciting!

My personal approach will be to continue exploring the issue of technology and learning, incorporate technology into my lessons in meaningful ways and explore new strategies in my own library teaching which shift the impetus for learning to the students. The transformation will not be seamless and will probably be messy. With the vision of School Libraries 2.0 to guide me, my goal will be to connect with the digital natives in my classes and work together to promote the “new literacies”. I am mindful of Asselin & Doiran’s caution about “layer[ing] the new onto deeply embedded educational structures and practices thus appearing to be innovative while perpetuating old ways of learning and teaching (13)”. I will need to revisit the vision often to ensure that genuine change is occurring. I will also need to find ways to encourage colleagues to join this Learning 2.0 environment. Soon we will all be speaking the new language of a community of learners.



P.S. By the way, my own little digital native, son Max, also scored 8 out of 10 on the quiz. Go, Mom!

"I tell our runners to divide the race into thirds. Run the first part with your head, the middle part with your personality, and ...

...the last part with your heart." Mike Fanelli, coach

The first readings for this Information Technologies for Learning course have effectively introduced me to the new vision of School Libraries 2.0. Authentic inquiry-based instruction "emphasizes the affective as well as cognitive aspects of the process" (Kuhlthau, 1993 as cited in Oberg, 2004). Since class began I have experienced the tumult of new acquiring new information on both an emotional and educational level. As a teacher librarian I agonized over the concerns, frustration and anxieties which grew from the realization that it would be my responsibility to introduce major changes to current school library program. However, with reflection and the additional insight of additional articles, I began to recognize that I was already making fine progress towards the goal of creating a School Library 2.0 in my secondary school and that I am not alone in this endeavor.

You know you’re a 21st century librarian if…

A Modest Manifesto (Valenza, 2008) suggests an impressive list of prerequisite skills for an effective 21st century librarian, and this was definitely the article that caused me the most angst and rumination. Highlighter in hand, I read through the list (as did several of my classmates), acknowledging my current understandings and noting areas of which I knew little. While it was evident that I supported Web 2.0 technology in the school library, I still have numerous Manifesto competencies to explore before this teacher librarian may be considered (Valenza's description) my school’s “info-technology scout” and “creative force”.

Last term, as outlined in my previous blog entries, I completed an intense exploration of a variety of Web 2.0 tools. These technologies were the same ones revisited and explained in “Towards School Library 2.0: An Introduction to Social Software tools for Teacher Librarians” (Naslund & Giustini, 2008). After reading Valenza’s Manifesto, I felt extremely overwhelmed by her extensive expectations and discouraged that, despite all this groundwork, my personal metamorphosis into a 21st century librarian was still so far from complete. Perhaps I am too hard on myself, by seeking this level of competency and I need to recognize that the journey is just as valuable as the end result.

A Framework for Tomorrow

Towards A Tranformative Pedagogy for School Libraries 2.0 (Asselin & Doiron, 2008), came to my rescue by providing the underlying framework of why schools must change traditional pedagogy to address the new literacies of the Net Generation. As the ideas of “new learners”, “new literacies” and “new concepts of knowledge” were introduced, and the potential model for the future of School Libraries 2.0 unfolded, I began to see the relevance of Valenza’s list and how it supported the new direction for school libraries. Of special interest was Asselin & Doiron’s description of the ten major characteristics of these new learners. I realized that last term's Web 2.0 course had subtly transformed my own approach to learning, enabling me to operate at a baseline within these characteristic models - as a new digital immigrant. As an illustration, this week I independently mastered Skype, incorporated this technology into my daily life, shared it with friends, and used this tool to connect socially and as a way to facilitate planning a wiki project with a classmate.

The Literacies for the Information Generation diagram shown at the top of this post (Asselin & Doiron, 2008, p. 8) illustrates “five comprehensive areas which reflect the multi-modal, multiple literacies that will enable full literacy development for today’s learners (p. 7)”. When I studied this diagram and read the detailed descriptions of each component, I had the epiphany that I am presently following this same learning path and expanding my literacy knowledge through the University of Alberta Teacher-Librarianship coursework.

To further clarify, I recognized that all five areas of this model are being addressed in the current course offerings. Inquiry-Directed Learning, Intellectual Freedom and Social Responsibility, Critical Literacy (in part through School Library Information Materials), and Technological Literacy match the components with Creativity and Representation and Basic Literacy incorporated throughout. When my program of studies is complete I will have been introduced to the very literacies that are recommended as the underpinnings of School Libraries 2.0. I am hoping that this firsthand experience will offer me further insights so that I can be a common bridge for both “new learners” and teachers.


Beginning the Process of Change

With an enhanced understanding of the “big picture” of School Libraries 2.0 swirling about my head, I revisited the Manifesto, in podcast form for the third time. The passion and the energy in Valenza’s voice sparked my enthusiasm to work towards mastering the 21st century competencies and to advocate for students in my school district. Time to "digest" the Manifesto combined with a perusal of the supporting articles from the online issue of School Libraries Worldwide, helped to restore my confidence and determine that I was already on the path to becoming the ideal of the 21st century school librarian and possessed knowledge worthy of sharing with others.

I was inspired to telephone a new School Board Trustee asking for the opportunity to chat with her about how Langley's teacher librarians can help students prepare for success in this new information age. My classmates offered me support, made suggestions and urged me forward when I shared my plans in the discussion forum. Several other teacher librarians and myself plan to meet trustees to share information about current conditions and discuss our vision for Langley libraries in the near future.

I am truly encouraged by the prospect of initiating this dialogue with our administration. With each new article in the July 2008 issue of School Libraries Worldwide, I come across quotes, informative videos and issues worthy of inclusion in an advocacy plan or as discussion topics with colleagues. Traditional views need to be re-examined against the values, identity and world of the Net Generation. Investigating the inclusion of popular culture, video games, social networking sites and iPods as features of the new library landscape are also worthy of dialogue as well as retooling learning approaches with greater appeal to the multi-modal nature of today’s learners. Fitting the different pieces together will help to achieve the library's future goals. Developing the knowledge, sharing with the people who will create this Learning 2.0 community and igniting the passion for change are the next challenges.

The Thrill of Victory

Nike!

26.2 miles is a pretty random distance for a marathon. On the Plains of Abraham in 190 BC, well before instant messaging was invented, news of the Athenian victory over the attacking Persians had to be relayed to Athens. The messenger Pheidippides was dispatched to run the entire distance of 24 miles in his leather sandals - ouch! On arrival in Athens, he gasped out “Nike!” (seriously, he actually did because it’s the Greek word for victory) before he collapsed from exhaustion and died. This feat was immortalized in the running of the marathon. In the 1912 Olympics some brilliant race director decided to extend the distance to 26.2 miles so that the marathon would conveniently end in front of the Swedish royal box. As any marathoner will tell you, it’s this last extra bit that finishes you off.


As I write this post I’m experiencing the exhaustion of traveling a long journey and now struggling to finish off the last extra bit of this coursework. I’ve sat here at the computer for quite some time, languishing in a bit of a befuddled daze, wondering what profound things I should say. I’ve decided I’m giving up on profound and am just going to write.

And the Gold Medal goes to…

The achievement I am most proud of from this course is the quantum leap I have taken in my facility with technology. From a hesitant, nervous, reticent dabbler I have grown in my confidence, knowledge and abilities in using Web 2.0 applications. I am now able to hold my own in discussions about the merits of wikis, can explain the reasons that educators should blog, can easily send a VoiceThread, and can deal with RSS feeds in my sleep. (Actually I once did this during a particularly distressing nightmare during the course!)

As a side benefit I am now comfortable using my new Apple laptop and my basic computer skills knowledge has gone through the roof. I can move files around, save and insert images, locate needed online information, insert links into word processing documents and feel more at ease reading, learning and working in a more or less paperless environment. I was able to take multi-tasking to new heights by having my computer read course articles aloud to me while I painted window and door trim during our renovations.

And the Silver Medal goes to…

Another big shift for me was learning a whole new way of approaching web technology. If there is something I can’t do or don’t understand, I have the tools to go about finding the answers. I am no longer totally dependent upon my children, colleagues or district workshops for technology instruction. I am in charge of my own professional development. I know how to find the answers in virtual libraries, data bases or through online searching. Needed information is delivered to me through GooglerReader at RSS feeds, or I can tap into the 2.0 community to ask questions or engage in discussions. I can shift from one application to another, follow links, play music, converse on a ning, watch something on YouTube whilst writing a blog post. My computer habits have changed to the point that my college-aged daughter brags to her friends that, “My mom can do things on the computer that I bet your mom can’t!”

And the Bronze Medal goes to…

Gaining a better understanding how Web 2.0 tools can support education was another high point in my learning this course. I really enjoyed using Will Richardson’s Blogs, Wikis, Podcasts and other powerful Web Tools for Classrooms as the course textbook. It is probably one of the most practical, useful and cheapest textbooks I’ve every used! Using Richardson’s comments as a starting point on which to hang our learning was a great decision by our instructor. He guided us step-by-step through the practical aspects of learning to use each tool. With the big picture in mind I was equipped to do my own research investigations, make connections and develop insights.

I have also learned that “playing with mastering Web 2.0 tools” is job one for any teacher seriously interested in introducing the Read/Write web into educational practice. I appreciated the “luxury” having time to discover the features of an application.

The Agony of Defeat – For Awhile Anyway

Rather like Pheidippides, the podcast unit was almost the death of me! If I gasped anything before rolling over and collapsing it was, “Thank goodness, it’s over!” The problem was that there was just too much to do – reading Richardson, following trailfires, doing our own research, organizing a script, then figuring out how to make the podcast, using Garage Band, trying Audacity and the Podcast booklet instructions, adding music from iTunes, then conversions wouldn’t work and then finally figuring out how to use Archive.org to post it. I was so worked up over this process, I even had a good cry one evening! When it was done I was amazed that I’d finished the podcast, but at what cost? There has to be a simpler way to create a podcast, perhaps using one comprehensive application. I couldn’t possibly imagine teaching this process to students or staff members. If anyone can recommend an easier route through the podcast process please cough up the answer. This is one Web 2.0 application I really need to master...I suppose. Note the sense of excitement?

Setting up my blog was also extremely challenging, but once I stopped procrastinating and got down to it, the whole process became easier. I appreciated our instructor Joanne encouraging me through this first big leap of faith. Blogging each week and revisiting this tool went a long way toward reinforcing my knowledge of the application software’s capabilities.

Key Things I’ve Learned from Others in the Class

After entering individual URLs all semester, I finally added my classmates to my RSS feed and Bloglines this week (about time, I know!). Today I visited everyone’s site, read the blog messages and truly realized what a wonderful resources these people have been to me during the course. I thank them so much for being partners in shaping my learning and development during this class. That old adage about many hands making light work is true. These super sleuths found amazing resources that I never came across in my own searching. Some comments:

Selena-

Has always been so encouraging, and made one of the first entries on my blog for which she has earned my undying gratitude! Loved the quote in her last blog post… In the words of the mathematician and philosopher, Alfred North Whitehead, “Ideas won't keep; something must be done about them”. This has to get up on my library’s walls – somewhere! Her post on Wikis
from November 30 is one I need to revisit when I need answers.

Jill –

Her suggestions for sustaining change are worth rereading when I’m back to work in September and creating my information literacy action plan. Key quote: “it is important to be reflective when introducing new technologies, rather than simply using every technology we hear about.” How true!

Rhonda -

Connected me to Anne Davis, Karl Fisch and Wesley Fryer through her blog posts – three Edublog gurus I’d never heard of which made for very interesting reading and new insights.
Very impressed by her creation of another podcast and hope to contact her as a resource in future. Speed dial?

Christine -

Enjoyed her input in discussions and her crazy, entertaining posts which are always fun to read. Has collected a huge selection of wiki information - videos, practical pages great for beginners, examples, etc. which I can investigate and also share with my staff.

Cynthia -

Always comes up with very practical suggestions that speak to my nature – such as Steve Dembo’s Teacher42 ideas of writing blog thank you notes and using a mission statement. This last post Moving Web 2.0 Towards School 2.0 contained a list of very practical ideas which built upon suggestions of Michael Fullan (who I am familiar with from my curriculum coursework on change agents).

Heather -
Also ecommended Anne Davis site, which really was helpful with my last post. Blogs are also her tool of choice and she recommended 50 Useful Blogging Tools for Teachers by Alisa Miller – absolutely WONDERFUL site! I can't wait to snoop through this during the holidays, Heather. Thanks so much for connecting me to this.

April -

Another blogger convert with a list of good classroomblog sites to visit. I appreciated that April posts often take a different perspective and help me to consider new aspects of a tool. I also learned all about Meez from April.

Darryl -

His Videothread blog inspired me to try one! Offers “lunch & learn” technology sessions – something I’d like to try. He’s had success working with teachers on websites. I appreciated reading Darryl's concerns about the use of Facebook by educators and that nings and other tools might be better options. I had similar thoughts and so it was nice to find support in another class member.

Jessica -

Has created a wonderful First Nations Voicethread Project which I am eager to learn more about. She's bravely taken the plunge and is out there "Livin' the Dream". Can't wait to hear how things went as I want to share these projects with my Socials Department Head and try them together with his class. Appreciated Jess' regular comments on my blog posts.

Joanne -

Thanks to my "guide on the side" who encouraged me throughout the course, listening to me during my meltdown phone call, answering my questions, providing feedback and supporting me through tough times. The great news is I don't have to say goodbye because I'm taking another course with Joanne next semester.

Where do I go in terms of learning about technologies?

Here are a few of the things on my “Honey Do” list in no particular order. Some I’ll tackle during the Christmas break and some will be an ongoing focus. Learning has to become a daily habit. As Stephen Downes says, “This is a necessity. Make it a priority.” You wanted intimidation factor?

Learn to use the Webcam feature of my computer.
Identify a good website software for setting up a school library website.
Plan and begin development of own library website.
Set up RSS feeds for favourite bloggers.
Become aware of virtual libraries.
Work on gathering information for a technology information/literacy plan for the school.
Visit The Clever Sheep http://thecleversheep.blogspot.com/2008/11/12-tools-to-teach-about-creative.html Rodd Lucier to learn all about creative commons – what it is etc.
Train myself to check Google reader daily
Learn how to subscribe to podcasts and put them onto my iPod touch to listen to when I fly, drive, drive…
Learn how to do a power point style presentation with sound.
Get into a habit of checking my Google Reader daily.
Keep emails down to less than 10 items.
Learn how to download books from the local library’s collection to iPod.
Finish going through my iPod Touch features guide.
Keep blogging.
Read more blogs, especially those written by Edubloggers.
Master the art of creating podcasts.
Set up a wiki for our District’s Langley Book of the Year program.
Review all the information from our course.
Set up a program to ensure that my own Web 2.0 learning continues.
Keep working on VoiceThreads.

The Finish Line? No Way! This Marathon has No End...

This is my last formal course blog post. I probably won’t be writing such lengthy entries anymore (I heard that applause) because I’ll be writing just for my own purposes instead of course criteria. I now find myself in the central position of the Web 2.0 network. A realm of possible paths beckon and I know that I have the skills in place to be in charge of my own path of discovery. I shall be embarking on my own personal inquiry project as I continue the marathon I've begun this course. I hope to see you along the way.

“The difference between a jogger and a runner is an entry blank.” Dr. George Sheehan

2.0 does 26.2


In seven days I will be running the California International Marathon. For every serious long distance runner, the dream of achieving a fast enough marathon time to qualify ( I need 4:05) and be able to participate in the prestigious Boston Marathon, is everything. Boston is on my life list and it seriously needs a nice big check mark. Anyone else have a similar goal?

I’m not genetically blessed with athletic genes. My father is the most incredible bowler who leaves his name and high scores immortalized on plaques in every bowling alley where he’s ever played. My sister won the 100-yard dash on Sports Day wearing an arm cast. Me? Well I have hips, heavy bones, no natural talent, absolutely no fast-twitch muscle fibres, and I’m also getting older at an alarming pace. But I like running. It clears my brain, helps me think creatively and gives me plenty of time for contemplation. And I love the challenge of running 26.2 miles.

The running gods are not kind. I’ve endured a 50 mph headwind/sandstorm at the Las Vegas Marathon, a hailstorm in Vancouver, an autumn gale in Victoria, broke one foot falling off a sidewalk and the other when I was bowled over in an exercise class. (I know, pretty stupid!) I’ve still run 15 marathons – all of them too slow for Boston. Darn!

But this year feels different. I’m not hoping. I’m not wishing. I’m putting in a determined effort by training hard, eating properly, stretching, doing my track workouts and tempo runs, getting up early to weight train, asking experts for advice and doing lots of reading on the subject. My times keep improving and I’m daring to dream that Sacramento will be my day.

What it All Means?

When I’m running, I find my mind clears. I do my best thinking and come up with neat ideas, a result my husband hates because neat ideas usually involve more work on his part. Lucky for him, this week I had just read “What it All Means” from Richardson’s Blogs, Wikis and other Powerful Web Tools for Classrooms before I hit the nearby trails for a 13-miler. So with Richardson’s “What all this means?” swirling in my head instead of potential renovation plans, I ran through the autumn leaves, and did some reflecting about why I decided to learn more about Web 2.0 in the first place. My reasons: A – As a secondary Teacher Librarian it was my role to get my staff and students using Web 2.0. B – I wanted to improve my own facility with technology and stop being scared by it, and C – I was tired of not knowing what the heck was going on with technology. I'm sure others in this Web 2.0 course had similar goals.

I remember in the interview for my education leave from the District, I was asked how I would use technology in the library setting. I explained that I really did not know which uses were applicable but was determined to find out through my university coursework. From Teacher Librarian magazine I knew that other teacher librarians were doing amazing things integrating technology – using Web 2.0 tools I couldn't pronounce (what's a why-kee?) much less understand. Acquiring greater fluency with information knowledge and technology tools was the first goal I set for myself. Then I would cast a wider net to include my school. In any case, I had established a personal vision and “began this journey with the end in mind", as motivational speaker Steven Covey recommends.

In the concluding chapter of his book, Richardson offers a quote by Thomas Friedman, which encapsulates current trends in technology and offers a mission statement for my vision:

“We are now in the process of connecting all the knowledge pools of the world together.”

Teaching as a connecting and collaborative process is a concept that speaks directly to my role as a teacher librarian. The time is perfect for me to work as an agent for change with students and staff. To convey the literacy skills necessary for success in this new technology-based learning environment is “a huge shift” in my own interpretation of teacher librarianship and frankly, a very daunting prospect. But then so is 26.2 miles and I can do this. It all starts with an action plan broken into manageable, achievable chunks. Investigating Web 2.0 applications is the first step I’ve taken towards gathering the skills I need to teach the new literacies.

The Starting Line - Blogging

So here I am again. How I will I begin to use technology, specifically Web 2.0, in the library setting? To extend my running metaphor, I am going back to the starting line and look at my first entry into the Web 2.0 world – blogs. Future education trends demand that teachers adjust the way we teach students, and blogs can help us with these changes. Richardson lists blogs first in his 2.0 arsenal with good reason. Extremely versatile, they may be used for instruction across the curriculum, professional development, portfolio building, repositories of information, collaboration, and promoting information literacy. I guess you could call blogs a one-stop shopping mall of possibilities. In his video “Perspectives on Classroom Blogging", Wesley Fryer calls blogging the “cornerstone piece of literacy learning in our classrooms.”

Richardson outlines ten “big shifts” or attitude changes necessary to support the new literacies on pages 131 – 136 of his book. As I read through these “big shifts” concepts I thought that blogs would be a great starting point because they could be used to promote each one of these ideas.

• Share open content.
• Offer full intellectual access, 24/7 learning with access to many teachers.
• Facilitate the social and collaborative connection.
• Allow for conversations.
• Help students to find information.
• Encourage critical reading.
• Provide a vehicle for managing information.
• Write critically.
• Create shared resources.
• Add student knowledge to the wider learning community.

I'd be interested in knowing if you agree with my choice of blogs as a starting point.

The Race Strategy

So if my plan is to use blogs as the tools to create a change in my secondary school, I will need to start with baby steps. Introducing a new idea to one or two teachers, “converting” them, and then building upon this success, is an approach that has always worked well for me. Teachers are responsible for so many daily tasks and encouraging them to find the time to explore a new approach requires encouragement, genuine offers of help and a certain amount of subterfuge. If you can illustrate ways in which a change can ease teacher work – such as saving time, helping to achieve objectives or motivating students - then teachers will usually “buy in”. And once you’ve got teachers comfortable integrating technology into their lessons, they will begin to promote it in lesson and assignment design and in informal chats with colleagues.

In the video (thanks, April!) “Web 2.0 and Your Own Learning and Development” Stephen Downes talks about the push/pull effect of interaction when learning. He encourages new learners to retrieve ( pull) information themselves as opposed to having someone overwhelm by force-feeding information (push). It is important to keep this good advice in mind. I must be cautious about overwhelming the students or the staff with new information. I have to motivate them to want to learn more through sharing examples, offering collaborative assistance, encouragement and praise for their success. I also have to keep in mind that I can tap into the support of the wider teaching community. I can connect interested staff to other teachers, such as Jill Robbins “Blogging a Portal to the Future” which provides a great collection of information and resources about blogging, perfect for new bloggers to explore. WebTools4U2Use was a particularly valuable resource for me to use as I was learning about Web 2.0. I need to revisit my own learning journey and select a few quality resources to share and, at the same time, move beyond blogging to sneakily introduce wikis, video resources, virtual learning sites, podcasts and other tools.

As teacher librarian there are many other ways to encourage change at a practical level. When teachers book their classes into the library I can offer to set up a blogs for the unit topics that lists links to online research resources. As interest grows I could build on this success by introducing class wikis as a more collaborative venture. I could develop a Library wiki or website to house unit lists for different subject and grade areas. Additional resources such as bibliography help, note taking forms, essay guidelines, Delicious tags and such could also be archived on this for easy online access. Establishing a virtual library presence is an important part of this journey toward new literacies. Did anyone follow a similar path and can offer sage advice?

Fill out the Entry Blank and Enter the Race

As I write this, I realize that the time has come for me to stop jogging along. I need to fill in the entry blank to the race, to make the serious commitment to get the job done, like I’ve done with my marathon training to prepare for this upcoming Sacramento race. It’s time to figure out a clear step-by-step action plan, beginning with integrating blogging into the library research model and moving towards a vibrant library community with staff and students incorporating Web 2.0 tools seamlessly into their learning styles.

I won’t be able to achieve my vision alone. The support of other stakeholders such as the librarian technician, administration, technology teachers, teachers, support staff and students is a necessary element for lasting change. A great beginning point would be to present my vision to the entire staff by focusing on the “why” reasons for change. Showing a motivational video such as "A Vision of K-12 Students Today" would be a perfect way to initiation discussion.

I also need to make students aware that I am available as a practical resource. I’ve discovered that helping individual students is a sure-fire method of getting any message out into the mainstream. Above all, I have to model the approach to learning which I want my students and staff to adopt. I have taken this coursework and learned so much about Web 2.0 but my journey has only just begun. I need to be self-directive and, as Stephen Downes describes it, make myself the centre of an incredible network environment. Through repeated exposure and constant daily contact with the stream of information, I will be able to continue my own learning and remain a valuable guide and mentor to others.

This week I read Karl Fisch’s “Is It Okay to be a Technologically Illiterate Teacher?” winner of Edublog’s Most Influential Post of 2007. Fisch’s post is well worth visiting and reading in its entirety but this portion spoke to me as it summarized the path I’m following.

“In order to teach it, we have to do it. How can we teach this to kids, how can we model it, if we aren’t literate ourselves? You need to experience this, you need to explore right along with your students. You need to experience the tools they’ll be using in the 21st century, developing your own networks in parallel with your students. You need to demonstrate continual learning, lifelong learning – for your students, or you will continue to teach your students how to be successful in an age that no longer exists.”

My exact plan for transforming the way our school perceives education is still a work in progress but I now have the beginnings of a rough plan in place. The task ahead seems less overwhelming and I’m not alone as I can tap into the expertise of others in the learning community, ask for help (any suggestions?), do further research and refine my plans. By the time I return from my leave in September, I will be ready to step up to the starting line and begin this different kind of marathon. Wish me luck!

"You have to think that you can't quit." -Abe Wintraub, 90, marathoner

Blogging

This has been one of the most difficult posts to write because I’m sitting here, one confused and muddled mess. Last week’s ELearning discussion about blogging voice, Richardson’s Chapter 9 words on what everything means, our new ELearning assessment of our blogging journey and my own research into the topic of blogging have all morphed into one big morass of information, reflections and contemplation. When I reread my almost finished blog post I realized that the trends of technology and how blogging fits into this grand scheme seemed a topic which demanded more introspection and was therefore better suited the next blog entry of “What’s Next” . So I’ve abandoned all my work (don’t panic it will be recycled somehow) and am starting once again.

Somewhere in my research about blogging, I came across the comment that one should just write quickly and let your true voice speak. Here goes…

When I began blogging I was totally baffled by this process. Why our instructor would want us to post our personal reflections on the internet for everyone to read was a terrifying thought to me. It ranked right up there with nude sunbathing. Sorry for that image, but I really did a lot of hyperventilating over putting my first words out there for others to read. First only my instructor answered and then others responded and validated my words. Then I found myself using my blog as a repository of important links and a record of my learning to revisit. As the weeks have gone by and my comfort level with blogging has developed, I’ve now gotten to the point where I’m thinking that my URL of “Internetangst” no longer describes my feelings towards this Web 2.0 tool. I imagine that others reading my words may have had similar experiences when first introduced to blogging. Am I right?

Why blog?

Time to revisit Chapter 2 of Richardson’s Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms, the impetus for this whole adventure. It’s interesting that Richardson listed blogs as the first of his powerful web tools. It certainly is one of the easiest tools to use and when I look back from today’s vantage point, setting it up was really not difficult at all, it was more the anxiety of breaking down my own deeply-seated fear of technology. Blogs can be a repository of information, a journal record of reflection or instruction or a way of showcasing knowledge for others to easily access. Richardson calls them websites and considers them very much a “collaborative space”. In my other courses, colleagues have effectively used blogs as a way to share visual seminars with others. I also find myself considering them another source of information and insight when I research. However, I find blogs to be more of a personally directed medium, rather than a wiki that can be developed into a more collaboratively constructed site(see below for more on blogs vs. wikis). I realize that the invitation to dialogue with others is very much a part of why blogging is gaining popularity. The social aspect of sharing with others and collaborating ideas is a big draw. However, a blog post can also be a personal reflection and therefore its writer exercises a certain amount of creative control. In any case, blogs are an effective Web 2.0 tool, which truly speak to the Read/Write nature of 2.0, can be used by anyone, for any topic. Because of their versatility, I agree with Richardson's decision that they deserve first place recognition. Is there a tool which offers as many possibilities?

Blog Potentials

Richardson also describes the potential of weblogs in schools and this is something that I have certainly thought a lot about but haven’t really seriously explored in the practical sense. I would very much like to use a blog as a teaching tool but know that I need to look at even more examples, start small with one class and gain further confidence in this area before going full tilt on introducing this tool to my staff. One idea I have going through my mind is a project on Revolutions one of our high school teachers does. Right now we are providing photocopies of the information on various countries and the history of change and revolutions that have occurred. This translates into a lot of reading and processing for students to do in our library research blocks and they usually end up photocopying it and taking papers home. I’m considering changing this project’s design to create a portal to archive this information and make it more readily available from school or home computers. The teacher and I (and potentially students) could then post new information we discover on the topic of revolutions. Ideally we could transform this assignment into a paperless one and introduce students to another use for blogs. On the other hand, my photocopier is a great source of library funding...

This brings me to another consideration, the use of tags and a search bar. This is on my list of “things to explore and do when I have a spare moment". I know there must be a way to build a search tool into a blog so that previous posts can be retrieved using folksonomies (gotta love that word) as I see some blog sites using a search bar feature. If a blog is going to be considered a filing cabinet of sorts then it must have a way to easily retrieve the information without scrolling through a backlog of posts. I have recently been reading many top-notch graphic novels reviews from comic enthusiasts trying to gather information to support purchasing a collection of titles. Through Google I was able to locate these informative blogs but I was frustrated that once I found a well-written, respected reviewer and discovered that I couldn’t navigate through the blog easily to locate additional reviews I was looking for without retreating to Google and repeating the process.

I once dismissed blogs as invalid search result responses during web searching. Now I have come to realize that blogs are useful sources of information and have an advantage in that they go beyond the facts and offer interpretations, opinions and sometimes opposing viewpoints. However, I am particular about the weblog sites I consider reading. A quick scan for the style and quality of writing, helps me to determine if this is a source that I would consider reading more in-depth. I have begun to bookmark some of my favourite sites for future reference and even added one to my RSS feed. Using these blogs demonstrates the power of the social nature of the blog. I can benefit from the opinions of others and appreciate their thoughts through leaving a response on their blogsite. I must admit that leaving comments is something I haven't always been doing. I am trying to behave more responsibly and become a better contributor to this whole blogging community by taking a few minutes to respond in turn. It's certainly very validating for me when I receive a response. (Translation: Why not write me a little something if you are reading this?)

My Blogging Type

Just for fun I visited Typeanalyzer and had my blog posts analyzed according to the Myers Brigg inventory. According to the results I am an ISTP - The Mechanic whose attributes are as follows:

The independent and problem-solving type. They are especially attuned to the demands of the moment are masters of responding to challenges that arise spontaneously. They generally prefer to think things out for themselves and often avoid inter-personal conflicts.

The Mechanics enjoy working together with other independent and highly skilled people and often like seek fun and action both in their work and personal life. They enjoy adventure and risk such as in driving race cars or working as policemen and firefighters.

It’s been a long time since I’ve been accessed on my perceptions and decision making according to the Myers Briggs Type Indicator (a little Wikipedia explanation if you don't know what this is) but I dove into an old curriculum course and dusted off my results from over 25 years ago and apparently I was Extraversion, Sensing, Feeling and Perceiving so the blog results are about a 50% match. Of course, I could have changed but I have no intentions of driving a race car in the near future and my husband will attest to the fact that I’m the most unmechanical person around. He should know as he’s an Automotive shop teacher.

Last Thoughts

When I compared my blogging growth to the indicators Richardson has listed on page 31 I realized that I have made considerable growth in my blogging abilities. According to the criteria I have moved from simple blogging to real blogging. However, I have a way to go before I will be adept enough to consider myself a complex blogger. I shall, however, continue to blog beyond this course because I recognize the potential for this Web 2.0 tool. I need to become more skilled and thoroughly explore blogging by reading and responding and writing and reflecting and learning and this can only happen through much practice and increased fluency with the medium. If anyone reading this post has specific advice they wish to offer me to help guide this process, I welcome your suggestions or comments.

Blogs vs Wikis

Just for fun I came across a neat video (thanks, Lesley) about the differences between blogs and wikis using the classic JFK vs. Nixon presidential debate as a forum for comparison. I’ve inserted it here because I found it entertaining, a good example of what one can do with technology and also because I’m so excited that I actually can do amazing things like inserting video, images, podcasts, various applications and add-ons into my blogs with a certain level of ease. Yup, it's been a long slow process but my blogging skills are steadily improving.



http://www.youtube.com/watch?v=AsFU3sAlPx4

I don't go looking for hill, but when I come to one, I run it. - Jack Mahurin

This week’s focus of RSS Feeds and blog aggregators was definitely a tough uphill learning experience which required slow step-by-step direction. I relied heavily upon Will Richardson’s Blogs, Wikis, Podcasts, and other Powerful Web Tools for Classrooms, stopping to practise each step on my computer through Google Reader, and then recording my learning for this blog before moving to the next section of the book and repeating the entire process. I don’t know if I’ve mentioned it before but I REALLY like Blogs, Wikis, etc. It’s written at just my level and breaks down the Web 2.0 applications into simple steps so I understand what I’m doing and am usually quite successful by following the instructions.

I now know that RSS means Real Simple Syndication. Richardson certainly feels strongly about the importance of RSS Feeds calling it “The Killer App for Educators” and commenting, “I think it’s the one technology that you should start using today, right, now this minute. And tomorrow, you should teach your students to use it.” (p.71) I’m sold, Will, this is just what I want to learn – technology that will make a difference for the students in my high school.

Richardson suggested setting up a feed aggregator through Google Reader. Fortunately I’d already set up my Google Reader account when we established our blogs in September and so I already was receiving the RSS feeds for a number of subscriptions. Richardson suggests no more than 10 feeds and to get into the habit of checking daily. Oops! I have less than 10 but I haven’t been able to read them regularly. This information overload stuff reminds me of the 200+ emails I was dealing with not long ago. But I managed to clean the emails up so here goes…

I read some of the RSS feeds I’d been neglecting - I had 81 to read! Some examples of incoming goodies:

• From the CommonCraft feed I watched Google Reader in Plain English which was just perfect as I’d forgotten how to subscribe and so it was a timely little review.
• Caught up with several blogs I’ve been following and posted comments to the authors.
• Read the latest on Graphic Novel reviews from School Library Journal.
• Listened. to part of a podcast of The Loop from Nike site interview with elite runner Alan Webb. Neat that podcasts can be directed also through feeds.
• Read a Joyce Valenza article about the Wikipedia Encyclopedia for use in schools and forwarded it to my teacher librarian colleagues in an email.

At this point I have a lot of questions. As I skim through the feeds that have come in some have potential, some aren’t interesting and some I’d like to read more carefully later. Also once you’ve skimmed through the list (love the way the counter dropped down from 81 as I scrolled through) then can you ever retrieve these articles again? How do I organize these sites and articles? How do I keep them for later retrieval? How do I add more feeds and get rid of the boring ones?

On page 75, sure enough, Richardson explains how to remove and add subscriptions so I tested this on 24 hours in Pictures which was on my list. Although each day brought great photos, I have no time to look at them so I practised by removing this subscription using the feed settings feature.

Next, I tried the add subscription button to look for information about Watchmen, which was the topic of my comic-to-film wiki project for my Graphics Novel course. I am keen to keep up with what is happening with the movie and the upcoming court case regarding its release so I added it to my list. A whole list of possible feeds came up and so I followed Richardson’s advice to check them out first before subscribing. I skimmed the URLs and opened several sites until I came up with the best one for my purposes – the official Warner Brothers Watchmen site. This site releases a monthly video journal about the movie so now these will come in automatically without me having to remember and then search for them. I love the idea that using Google Gears will allow me to save feeds with their complete articles, read them on my laptop at the cabin (no electricity) and then Gears will “synch up all of [my] actions” when I revisit my feeds.
Back to Richardson’s textbook, he goes on to describe what to do to organize the RSS feeds.
I went through some of the items in Richardson’s Weblogg-ed blog, which is in my subscription feeds, skimmed several articles and tagged them. They surfaced below my subscription list and were immediately retrieved when I clicked on them. When I edited the tags to consolidate items into one folder, the original titles wouldn’t disappear so I have to figure this out. I did star several feed articles to mark them as ones to read later on. This is like marking email as unread to gain your attention.

Back to the book, Richardson began to explore ways that teachers can use and promote RSS feeds with students. As a teacher librarian, I can see that I have my work cut out for me trying to pass this knowledge onto the students – in fact it seems almost overwhelming at this point. How do I start? With play and practice, of course, but then what? I take heart from reading a blog entry by the Webfooted Booklady whose entire blog seems to be a testimony to exploring one application after another. Her entry for November 14 tells about trying iMovie with a class even though she wasn’t that familiar with the program and learning together with the students. I have to let go of this assumption that one needs to be a total expert in order to share technology with others and to not worry about doing things perfectly.

Back to Google Readers, I tried the RSS Feeds for News Searches and after trying several topics and getting no results, I tried Vimy Ridge and received 213 hits for the dates I’d set. I recall trying to help students search for research information on homelessness in the Vancouver area and being frustrated with the lack of useful results from online searching and databases. This RSS feed is quite the thing! I could easily have found information for student’s queries using this method. Of course, the question of authority comes up because not all of these Vimy articles might be the best reference sources to use. Blogs can offer the benefit of different viewpoints but may voice more opinions than facts so students may need direction in this regard. Most of the feeds I received from my Vimy search were from Canadian newspapers and magazines. I did find several broadcasts such as one from CTV that could be played as a video. What a great option for students with learning difficulties. Also if the computer has a read-aloud feature then they could hear the highlighted text they have located through feeds, or rather, which the feeds have located for them.

I am amazed that the RSS feed will even search through Google websites with Googlealerts.com. I also had heard nothing about vanity feeds before and how you can figure out who is blogging about you. I wonder if this is how Will Richardson discovered several other course members and then made a response on their blog. Gee, I could be next!

Onto page 82…almost done…With all the amazing information coming in through a RSS aggregate it is important to have a way of bringing it altogether and sharing it with students and teachers. I really like the idea of collecting web information all in one place as a constantly updating source of information for students to use and also being able to do it outside one’s own personal reader, as Richardson suggests. However, I didn’t understand what Pageflakes was so I visited their home page and Wikipedia to discover that Pageflakes is a start page which can be organized into tabs to display different types of information. Looking at Richardson’s sample Pageflakes also helped and it would appear that Pageflakes is similiar to what I used to call a jump page created with lists of links. I’m quite excited about exploring Pageflakes and practicing setting up some samples for topics often covered in library research. I like the idea that the students can also contribute to the development of Pageflakes. I’m curious as to whether one sets up a Pageflake site for each subject or if they can all be organized in one place.

So, it looks like Richardson is correct that RSS feeds are a real “killer app” with a ton of application to educators. Not only can they help teachers become more organized and informed but also they have terrific potential for revolutionizing the way students research with feeds that deliver information directly to the researcher. Now I have some Pageflakes exploration homework to do and I also have to make it a habit to check my Google Reader on a daily basis. I think I’ll stick a post-it note on my computer.